Dissertations / Theses on the topic 'Writing attitude'
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1
Barnes, Helen F. A. "Writers' Club: The Effect of Extra Writing on Fourth-Grade, Hispanic Students' Writing, and Their Attitude Towards Writing." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2183.
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Nationally, as well as at state and local level, 75% of students in Grades 4, 8 and 12 have been determined to be writing at the basic or below basic level. In 2012, the standards were made more stringent for the incorporation of details and adherence to customary English conventions. After that, students’ writing scores plummeted. Hispanic students scored more poorly than their White counterparts. Earlier studies indicated that students’ attitude towards writing becomes less positive as they progress through the grades. The purpose of the study was to examine the effect of extra writing on 60 fourth-grade, Hispanic students’ writing, and their attitude towards writing through participation in a Writers’ Club versus an At Home Writing Group or a group with no extra writing.
The study followed a quasi-experimental, pretest-posttest, non-equivalent group design. The groups were the Writers’ Club (n = 22), the At Home Writing Group (n = 18 and no extra writing (n = 20). All students received regular writing instruction and homework. The Writers’ Club met 24 times for 30 minutes each meeting, over an 8-week period. Pretest and posttest writing samples were evaluated using Spandel’s Teacher Six-Point Writing Guide and attitude towards writing was evaluated using Kear, Coffman, McKenna, and Ambrosio’s Writing Attitude Survey.
A univariate analysis of covariate was conducted on the pretest and posttest writing samples and responses to the Writing Attitude Survey protocol. The independent variable was group membership, the dependent variable was the posttest scores and the covariate was the pretest scores. The writing samples were examined for three conditions: incorporation of details (ideas), adherence to the conventions of customary English and overall writing skill.
The results of the current study showed no significant difference in fourth-grade, Hispanic students’ writing or their attitude towards writing based on group membership. The conclusions of the study are that the results were potentially compromised by a variety of limitations and that it may have been conducted over too short a period for positive effects to be seen. The conclusion is that further research is warranted with adjustments to the setting and the timeframe.
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Li, Nim-yu Kitty. "The word processor and ESL college basic writers : a study of writing quality, revision strategies, writing attitude and writing apprehension /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1594993X.
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Schleifer, Neal. "The Effects Of Using Computers In Writing Instruction on Writing Apprehension and Attitude Toward Using Computers." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/822.
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This study investigated the effects of using computers in writing instruction on writing apprehension and attitude toward writing with the computer. Possible correlates of writing apprehension considered in the study were gender and GPA. Possible correlates of attitude toward writing with the computer were gender and the number of courses taken requiring in-class use of the computer. Analyses were conducted to determine if there was any correlation between the test instruments and to identify differences between the computer treatment group, the non-treatment comparison group, and an advanced placement group.
Riverview High School seniors and advanced placement juniors (N=234) who were enrolled in English classes in the 1991 fall quarter were tested before and after completing nine weeks of writing instruction. Data about the subjects' writing attitudes and attitudes toward writing with the computer were collected by means of standardized scales, and demographic data for the subjects was obtained from a survey and the Riverview guidance department.
Hypotheses were tested at a .05 confidence level using paired t-tests for dependent samples, unpaired t-tests for independent samples, Pearson product moment correlation coefficients, or analysis of variance. Because the analysis of variance indicated differences in writing attitude among the groups, a Scheffe F-test and a Fisher PLSD test were used to determine where the differences occurred. Of the possible correlates of writing apprehension tested, only gender was found to be significant. No correlates were found to be related significantly to attitude toward writing with the computer, and no significant correlation was found between the scales. Differences between the mean writing attitude scores and mean attitude toward writing with the computer scores were identified. Scores increased significantly in the computer treatment group on the Writing Attitude Scale (WAS) and the Attitude toward Writing with the Computer Scale (ATWCS). On both scales, posttest scores of the grade 12 treatment group were also significantly higher than those of the non-treatment grade 12 group. Scores did not increase significantly in the non-treatment group on the Writing Attitude Scale, but did increase significantly on the Attitude toward Writing with the Computer Scale, although the treatment group scores were still significantly higher.
Several curriculum recommendations were made based upon the results of this study. Recommendations for future study included extending the duration of the study, testing more grade levels, and expanding the population from which subjects were drawn.
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Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.
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Millican, Beverly Robinson. "The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279196/.
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The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.
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Folkeryd, Jenny W. "Writing with an Attitude : Appraisal and student texts in the school subject of Swedish." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.
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Learning in school is in many respects done through language. However, it has been shown that the language of school assignments is seldom explicitly discussed in school. Writing tasks are furthermore assigned without clear guidelines for how certain lexical choices make one text more powerful than another. The present study is a contribution to a linguistic and pedagogical discussion of student writing. More specifically the focus is on the use of evaluative language in texts written by students in the school subject of Swedish in grades 5, 8 and 11. The major investigations of the study have been accommodated within the theoretical framework of Appraisal. An overview is given of the language resources in the student texts for constructing emotion, judging behavior in ethical terms and valuing objects aesthetically. Another question addressed is that of how attitudinal meaning is intensified, thus creating greater or lesser degrees of positivity or negativity associated with the feelings. The results show that manifestations of attitude are found in practically all texts in the study. However, variations are noted in relation to different genres, age, proficiency level, language background and gender. A contribution of the study in relation to the theoretical framework upon which it draws is an extension of the system of Attitude as well as an identification of different patterns in the use of attitudinal resources. These patterns are furthermore discussed in relation to how students talk about their own written production in terms of text movability. Results indicate that students with a high degree of text movability also use attitudinal resources to a large extent. It is argued that applying the linguistic tool of Appraisal can facilitate a discussion of how to make one aspect of the hidden curriculum more visible, namely, how to write with an Attitude.
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Folkeryd, Jenny Wiksten. "Writing with an attitude : appraisal and student texts in the school subject of Swedish /." Uppsala : Acta Universitatis Upsaliensis : Uppsala universitetsbibliotek [distributör], 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.
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Vanli, Gokce. "Student And Instructor Perceptions On Feedback To Student Writing." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615711/index.pdf.
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Giving written feedback to students&rsquoessays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo
writing. In contrast, there have been very few studies on the teacher and students&rsquo
perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo
expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo
perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student&rsquo
s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students&rsquo
expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students&rsquo
gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students&rsquo
writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.
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Anderson, Dianne S. "The impact of writing and collaborative problem solving on student achievement and attitude in intermediate algebra /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270451&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Cote, Robert Arthur. "The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307005.
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Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing in English to non-native speakers. Lu & Bol (2007) reported on several ESL writing instruction studies (Chaudron, 1983; Mangelsdorf, 1992; Paulus, 1999) that suggested peer feedback was as good as, and in some cases better than teacher feedback in helping revise and improve students' papers (p. 101). Brammer & Rees (2007), however, reported, "We frequently hear students complain bitterly that peer review is a waste of time or blame their peers for `not catching all the mistakes' and students do not stay on task during the peer review process" (p. 71). The literature also identifies social issues that can negatively affect the outcome of face-to-face PR, such as students being easily biased or not honest when providing feedback due to friendship, gender, race, interpersonal relationships, or personal preferences (Carson & Nelson, 1996; Ghorpade & Lackritz, 2001; MacLeod, 1999; Nilson, 2003; Zhao, 1998). To maximize the benefits of PR and reduce social interferences, this study incorporated anonymous electronic-peer review with 25 EFL students enrolled in an expository writing class in Spain. The goal of this dissertation is to explore the relationship between students' attitudes towards peer review and one) the amount and type of corrections a student makes to an essay in anonymous electronic-peer review, and two) the amount and type of corrections a student incorporates into his/her original essay after receiving feedback from a peer. The participants completed several Likert questionnaires, participated in PR training, wrote two drafts of an essay and were interviewed. The interviews provided data not only on the corrections mentioned above, but also how the participants viewed the experience, the effects PR had on their writing, insecurities about their English writing skills, and confidence they had in themselves and their peers based on perceived target language competence. Findings include discussion on perceptions and implications of electronic peer review on EFL learners' ability to provide helpful feedback and the willingness of the students to participate in peer review again in the future.
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Bayindir, Hatice. "An Investigation Of Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604909/index.pdf.
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This thesis aims to examine students&rsquoattitudes towards brain-based applications in the English Composition II course. For this purpose, a case study was carried out with a group of 23 first year students at the Department of Foreign Language Education at Middle East Technical University in the second half of the 2002-2003 academic year. After receiving writing training with a brain-based methodology for ten weeks, the students were given an attitude questionnaire which aimed at identifying their attitudes towards brain-based applications in the course. One week later, the iv researcher also conducted interviews with 10 of the 23 students separately to investigate students&rsquo
attitudes towards brain-based applications in the course further. The analysis of the data collected through the attitude questionnaire indicated that 93 % of the students showed significant positive attitudes towards the brain-based applications, while only 1 % of the students had negative attitudes towards the brain-based applications. The analysis of the results of the interviews also revealed that all students had positive feelings about the brain-based applications. Accordingly, the results indicated taking this composition course resulted in highly positive feelings such as confidence, relaxation, or being valued in the students. All students found writing meaningful and relevant to themselves. They stated to have acquired various skills during the course such as writing skills, computer skills, teaching skills, emotional intelligence, and an awareness of needs. They found these useful and meaningful for their lives in general, as students, and as teachers as part of their future profession.
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Xie, Jiawei. "Writing Chinese Characters: Right or Left? : The Chinese Discriminatory Policy of Left-Handedness Correction in Terms of Handwriting." Thesis, Linköpings universitet, Centrum för tillämpad etik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129186.
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Chinese left-handed are found to be very few, especially in terms of handwriting. The Chinese educational policy that fully entitles teachers in primary school to change the left-handed students to write with their right-hand, by nudging and even force, is found to be mainly blamed as the main cause. The thesis is to raise the ethical discussion and define this policy as being discriminatory against the left-handed by checking the features, definition and identification of discrimination, and reasons forming and supporting such a discriminatory policy will be taken into the major consideration as the source of discrimination. Therefore, the thesis is to propose solutions to help with the abolishment of the policy and the elimination of the prejudicial attitudes toward the left-handed, especially in terms of writing. The thesis itself, due to the limit of previous research and scientific support, has its own blindness or disadvantage, however, such a work could be helpful with the later discussion.
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Gustavsson, Urban. "Elevers attityder till handskrift : En flermetodsstudie om handskriftens betydelse och framtid enligt elever i årskurs 5." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45128.
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Handskrift – definierat som skrivande för hand med penna – har av tradition varit en viktig komponent i grundskolans läroplan. Sett till de teknologiska framsteg som gjorts under de senaste 20 åren står dock handskriften numera inför en osäker framtid. Likt övriga samhället har skolväsendet påbörjat en digital omställning där en stor del av debatten kretsar kring huruvida handskrift och handskriftsundervisning är relevant. Enligt lärare minskar också handskriftens betydelse i skolorna på grund av upplevd tidsbrist, styrdokumentens utformning, brister i lärarutbildningen och rådande digitalisering. Trots det har vi lite kunskap om vad elever tycker om denna utveckling, därav idén till föreliggande studie. Genom kvalitativ utforskning konstruerades ett kvantitativt mätinstrument för attityd, vilket föreliggande flermetodsstudie använt i syfte att bättre förstå vilka attityder grundskoleelever har till skrivande för hand. Följande tre frågeställningar har använts: (1) Vilken relevans anser elever att handskrift har?; (2) Vad tror elever om handskriftens framtidsutsikter?; och (3) Hur uppfattar elever sin egen handstil? Totalt deltog 55 elever från årskurs 5 i studien, fördelat över tre skolor. Fem individuella, semistrukturerade intervjuer hölls med elever (10 till 11 år). De uppfattningar och föreställningar som identifierades genomgick en kvalitativ innehållsanalys och resultatet agerade underlag i konstruerandet av en enkät. Enkäten besvarades av 50 elever (svarsfrekvens: 72 %). Enkätsvaren analyserades med SPSS version 25 där reliabilitetstester utfördes med hjälp av Cronbachs alfa och corrected item-total korrelation. Resultatet indikerar att elever har en positiv attityd gentemot handskrift, skrivstil inkluderat, men att skrivande över datorn anses mer praktiskt. Eleverna har även en relativt positiv attityd till sin egen handstil. Dock anses läslighet vara den enda aspekten av betydande vikt. Eleverna tror att de kommer använda handskrift i framtiden men att dess betydelse kommer minska till följd av digitaliseringen.Handwriting - defined as writing done by hand with a pen or pencil – has traditionally been an essential component in the elementary curriculum. However, due to the last 20 years of technological advancements, the future of handwriting is anything but certain. Education has, just as the rest of the society, entered an age of digital technologies and much of the debate revolves around the relevance of handwriting and handwriting instruction. Indeed, teachers believe the importance of handwriting has declined in recent years due to time constrains, imprecise guidelines in curricula, deficient teacher training, and digitalization of schools. Yet, little is known about what students think about this evolution, hence the idea of present study. By constructing a quantitative attitude measurement instrument using qualitative exploration, the present mixed-method study seeks to better understand what attitudes elementary school students hold toward writing by hand. The following three research questions were investigated: (1) What relevance does handwriting have according to students?; (2) What is the future of handwriting according to students?; and (3) How do students perceive their own handwriting? A total of 55 fifth-grade students from three Swedish schools participated in the study. Five students (10 to 11 years) took part in semi-structured interviews. Qualitative content analysis was used to identify beliefs reported by the students and a questionnaire was constructed based on the set of beliefs elicited. Fifty students completed the questionnaire (response rate: 72%). Using SPSS version 25 for data analysis, Cronbach's alpha and corrected item-total correlation were used for reliability testing. The results indicate that students have a positive attitude toward handwriting including cursive, though word-processors is considered more convenient. Students also hold relatively positive attitudes toward their own handwriting, yet the only aspect that is of real importance to them is legibility. Students believe they will practice handwriting in the future but that its relevance will decrease due to digitalization.
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Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Larsson, Andreas Hiroui. "Seduced by (a) last year : Interdisciplinary Music Motivated by Non-Idiomatic Improvisation, The Non-Productive Attitude, and Pluralist Aesthetics." Thesis, Kungl. Musikhögskolan, Institutionen för jazz, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3694.
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In my master’s project I investigated an interdisciplinary musical practice based on my artistic and educational background in art, music and philosophy. I chose one concept per discipline: non-idiomatic improvisation from the field of music, the non-productive attitude from art, and pluralist aesthetics from philosophy. I used the three concepts to find materials for my project: both musical materials, for example live improvisation and recordings, and non-musical materials, for example photographs and texts. The materials I found made up the components of a performative piece of music and became musical through contextualisation and metaphor. The photographs, recordings and texts were collected from different periods in my life and represented my interests, relations and values during my different educations. The ensemble that I assembled to perform the music consisted of people that were close to me on both a personal and professional level to emphasise that the music was based on my educational background and personal narrative. Initially I was less interested in the sonorous outcome of my project and I would have accepted it based solely on its interdisciplinary motivations. During my studies I realised that involving musical parameters to a greater extent enhanced the interdisciplinary and non-musical aspects of my project. An important learning outcome of my project was that focusing on the musical particularities of my artistic practice strengthened its interdisciplinary character. This is something that I wish to investigate further as a continuation of this project.Seduced by (a) last year (Larsson 2020)
Andreas Hiroui Larsson: composition, cymbals, drums, text, and voice
Johan Jutterström: saxophone, speaker, USB, and voice
Johanna Arve: beamer, speaker, USB, and voice
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Jerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
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In many South African schools where English is used as the language of instruction learners with a different mother tongue are accepted, yet they may experience many challenges. In this research study I investigated whether group music therapy sessions can have a positive impact on such learners in relation to particularly two of these difficulties. The first difficulty is social interaction and integration. The second difficulty is their negative attitude towards English, the school and their school work. This difficulty develops because of their weak competency in the language.
The paradigm in which this study falls is interpretive and a qualitative approach was used. A case study design was utilised. Ten music therapy sessions were offered to a group of nine grade eight boys from three different linguistic backgrounds: three English home language speakers, three Portuguese home language speakers and three siSwati home language speakers.
Music therapy offers a non-threatening environment in which group members can creatively interact. I made use of an array of techniques including improvisation, movement, song writing and musical games where group members had opportunities to express themselves in an unconventional way.
Three different sources of naturally-occurring data were used. Questionnaires were filled in by all participants before the commencement of the sessions, five video excerpts were selected from the music therapy group sessions and a focus group was held with all participants after the last session. Data was analysed according to Ansdell and Pavlicevic’s (2001) qualitative content analysis. Responses from the questionnaires and focus group and thick descriptions from the selected video excerpts were coded and categorised according to Gibb’s (2007) proposed technique of open coding.
Results generated from the analysed data indicated that, through the opportunities afforded to the group in music therapy sessions, social interaction was experienced in a novel way and integration was enhanced. Findings also indicated that, through this unique way of interacting, the attitude of some members towards English improved.
There were also indications that improvement was not across the board and individuals reacted differently to the process. A much longer process could hold far more convincing results.Dissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
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Thaipakdee, Supaporn. "Relationships Among Writing Quality, Attitudes Toward Writing, and Attitudes Toward Computers in a Computer-Mediated Technical Writing Class for English as a Foreign Language Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278582/.
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The purpose of this study was to investigate the relationship of word processor use by foreign college
writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward
writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing revision practices significantly affected their attitudes toward writing. Students who revised their writing more frequently tended to have better attitudes toward writing than those who did not. In contrast, students' levels of computer anxiety, computer confidence, computer liking and their writing revision practices did not significantly
affect the quality of their writing. Furthermore, the amount of time that students spent on computers did not significantly affect their attitudes toward using computers in writing.
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Kelly, Christa D. "Teaching practices that affect student attitudes toward writing." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/kellychrista.pdf.
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Gatts, Strawberry Kathy. "Community development work study grant proposal to HUD: The selection factors and management plan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1816.
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Street, Chris Paul. "Preservice teachers' writing attitudes and the role of context in learning to teach writing /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Hardie, Jacqueline Gibson. "Developing boys' attitudes towards writing in the Foundation Stage." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423702.
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Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.
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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.Department of English
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Cassorla, Leah F. "Tutor attitudes toward tutoring creative writers in writing centers." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000404.
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Brooks, Stella Rosemary. "Attitudes to childhood in eighteenth-century writings." Thesis, Loughborough University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390548.
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Greenlee, Edwin D. "Inservice and preservice teacher attitudes toward creative writing as a learning mechanism." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1306.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 436 p. Vita. Includes abstract. Includes bibliographical references (p. 430-435).
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Nicholls, Kathy. "Kindergarten Writing and the State Diagnostic Test, A Personal Journey in the Teaching of Writing." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281632250.
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Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.
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The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.
My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background.
The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.
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Dobkin-Kurtz, Caroline Beth. "Implementing a process writing unit in a grade one French immersion classroom, a case study of writing skills and attitudes toward writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40643.pdf.
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Alluhaybi, Maram. "Psychology, gender and EFL writing : a study of the relationship between Saudi students' writing performance and their attitudes, apprehension and self-efficacy." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/12270.
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It has long been accepted in the field of EFL teaching and learning that writing in a foreign language by learners is a complex practice that involves not only cognition, but also psychology. With this in mind, in the present study, social-psychological and social-cognitive research frameworks were adopted to explore the relationship between the writing attitudes, apprehension and self-efficacy of Saudi learners of English, and their writing performance, with a view to expanding the frontiers of current scholarship. This relationship was investigated on two levels: that of writing in general, and that of writing specific types of text. This relationship has been neglected in previous research; in addition, the scope of past studies of Saudi students has been limited to only one of the two traditional genders. The current study was designed to contribute to filling these gaps. The thesis consists of six chapters. Chapter One introduces the objectives, research question, theoretical framework and background of the study. Chapter Two reviews the related literature. Chapter Three describes the sample population, data collection and procedures. Chapter Four deals with the data analyses. Chapter Five discusses the findings and implications of the investigation. Chapter Six presents a summary and conclusions. The research found no correlation between psychological characteristics and writing performance in general, nor between psychological characteristics and the writing of narrative and persuasive text types, in particular. Overall, the results conflict with those of previous studies, in that it was found that rather than psychological characteristics influencing writing performance gender difference influenced writing performance, and the psychological characteristics did not influence anything, it was the other way round, gender difference also influenced psychological characteristics. This thesis thus contributes to the growing body of knowledge in the field of EFL, by providing evidence that the influence of psychological characteristics on writing is not salient in every socio-cultural context, and that the writers' gender can have an effect on their writing performance.
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Anson, Joseph P. "Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6363.
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The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music, science, and social studies), used data from interviews, observations, and artifacts to provide a description of each case and how each teacher has personally and professionally incorporated the training gained from the CUWP. The study also synthesized common themes across the cases. These themes, necessary for professional development included a participant's personal interpretation of the experience (phenomenon) construction of one's own learning, active learning/ participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. In short, the study investigates how the CUWP summer institute influences the attitudes and classroom writing practices of teachers whose primary content area is not English or language arts. Results showed that only one of the case studies changed their attitudes about writing from neutral to positive. The other three already possessed positive attitudes toward the use of and the teaching of writing in their own classrooms. All four participants changed their classroom practices as a result of participating in the CUWP summer institute and also deemed the results on student performance beneficial. Each of the four constructed a separate takeaway that they implemented in their respective classrooms.
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Palacio, Katherine. "Re-centering Students’ Attitudes About Writing: A Qualitative Study of the Effects of a High School Writing Center." NSUWorks, 2010. http://nsuworks.nova.edu/writing_etd/2.
Full textAbstract:
While attitudes are difficult to assess, a qualitative research study can produce results to give insight into how a student feels a writing center has improved his or her confidence and attitude towards writing. This study reviews the minimal discussion of students‟ attitudes towards writing in past and current writing center research and builds upon the conversation by following three students‟ journeys in the writing center and discussing whether their experiences with the tutors has improved their attitudes about writing.
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DeMent, Lisa. "The relationship of self -evaluation, writing ability, and attitudes toward writing among gifted Grade 7 language arts students." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/644.
Full textAbstract:
Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing Attitude Survey (WAS) to 70 gifted Grade 7 students. Two classes formed the experimental group, and 2 classes formed the control group. Students in the first group participated in focused self-evaluation instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment was assessed with a standardized writing rubric, and the WAS provided the quantitative data. ANCOVA and an independent sample t test compared the average change from pretest score to posttest score between the groups in overall writing score, ideas, style, organization, and conventions. They showed a level of significance. A Cramer's V compared the average change from pretest survey score to posttest survey score between the groups in the areas of gender, ethnicity, and group. It showed a statistically significant difference. Findings from this study may directly influence the increased use of self-evaluation across language arts, as well as other content area subjects.
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Kiser, Charlene. "To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28035.
Full textAbstract:
Although it may not seem possible that a student could graduate from an Ivy League institution without basic writing skills, a 2003 Chronicle of Higher Education article concluded that it is not only possible, but that it does happen. Some students are actually suing colleges and universities because they do not believe they have been taught the skills necessary to succeed in the area of written communication. This deficiency reflects poorly on universities, and even small liberal arts colleges are not exempt from this problem.
This dissertation was driven by a desire to learn how professors at one small liberal arts college viewed the use of writing in their courses. The professors were interviewed to determine how they viewed writing, how they viewed their students" writing, how familiar they were with writing-across-the-curriculum practices, and how much writing was assigned in their courses.
The study results indicated that many professors use writing extensively in their courses, and that they considered their assignments appropriate and successful in achieving their goals. The study also revealed that some professors use little or no writing, and their reasons for doing so were varied. The most common explanation was a lack of time to create assignments and to read and assess written assignments. Some professors also concurred that they felt uncomfortable using writing because their own writing skills were lacking. Other professors were discouraged by poor student writing and had given up on using additional writing assignments.
The most surprising result from this study was the professors" lack of knowledge concerning the use of writing as a learning and thinking tool. Most were comfortable with the standard research paper, case study type of writing assignments, but few used writing-across-the-curriculum methods or practices. Writing prompts, journals, and non-graded pieces were not part of their teaching repertoire. Even professors in the field of education reported that they have not adopted the newer teaching strategies. The concluding chapter addressed faculty concerns and provided suggestions for overcoming these concerns.Ph. D.
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Thomas, Dana L. "The Effects of Freewriting on High School Students’ Attitudes Toward Writing." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/41.
Full textAbstract:
This paper investigates the hypothesis that freewriting, when used as part of the writing process, will lead to more positive attitudes toward writing in a sample of advanced tenth grade students. An additional issue focuses on the level of positive attitudes of males when compared to females. Two intact classrooms taught by one teacher wrote weekly papers. The experimental group wrote freely, while the control group was restricted in topic choice, length and form of their writing. The experimental group received positive comments on the content of their writing, but the control group received standard error corrections on their writing. The subjects responded to an attitude instrument as pretest and posttest measures. The experimental group showed no significant increase in positive attitudes toward writing. Girls in both the experimental and comparison groups showed no more attitudes toward writing than pretesting or at post testing.
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Wang, Chung-Ming, and 王寵銘. "Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instructionwith Interactive Whiteboard." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/59603637851458190943.
Full textAbstract:
碩士中原大學
教育研究所
99
Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instruction with Interactive Whiteboard Abstract The purpose of the study is to investigate the effect of limited writing instruction with Wiimote interactive whiteboard on writing attitudes and performance for the fifth grade students. This study adopted quasi-experiment design. Two fifth grade classes from an elementary school in Taoyuan County were selected to be the subjects in this study. One class was arranged for the experimental group (n=30), another was for the control group (n=30). During the process of the experiment, the experimental group received limited writing instruction with Wiimote interactive whiteboard for ten weeks, whereas the control group only accepted the limited writing instruction. In the writing curriculum, both groups were taught by the same teacher(this researcher) and were pretested, posttested, and delayed posttested by the writing attitude questionnaires and the writing tests. Questionnaires and evaluations were used to assess students’ writing attitudes and their writing performance. Then the results were analyzed through ANCOVA to explore the effectiveness of the limited writing instruction with Wiimote interactive whiteboard. The conclusions of the study were as follows: 1. Writing attitudes: a. Limited writing instruction with Wiimote interactive whiteboard had an immediate effect upon improving the writing attitudes of the fifth grade students. b. Limited writing instruction with Wiimote interactive whiteboard had an abiding effect upon improving the writing attitudes of the fifth grade students. 2. Writing performance: a. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an immediate effect on ”basic function” of the writing performance, but not on “organization and structure” , ”content and thought”, and ”readability”. b. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an abiding effect on ”basic function” of the writing performance, but not on “organization and structure”, ”content and thought”, and ”readability”. c. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an immediate effect on ”the total numbers of words” of the writing performance. d. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an abiding effect on ”the total numbers of words” of the writing performance. According to the results of the study, this author proposes some suggestions for school teachers and future studies respectively.
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Nguyen, Ngoc-Nguyen, and 阮玉原. "English Writing Anxiety And Its Relationship With Vietnamese Senior High School Students’ Writing Attitude And Writing Competence." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t9e5vn.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士班
106
There has been a growing interest in affective factors and their impact on the learning of English as a second language or a foreign language. Although affective factors have been increasingly scrutinized by a great number of researchers and educators worldwide, few studies have paid attention to their impact on the learning of English by Vietnamese students in senior high schools, in particular, the impact of anxiety on English writing. The aims of this present study, therefore, were to measure Vietnamese ESL learners’ writing anxiety, attitude toward English writing, perceived writing competence and the relationship of these variables with learners’ IELTS writing scores. This study employed a quantitative research design, using a questionnaire for data collection. The participants were 155 Vietnamese senior high school students in an English language center located in the southern Vietnam. Descriptive and inferential statistics (e.g., correlation and multiple regression) were used for data analysis. The results show the participants had a moderate level of writing anxiety, low level of perceived writing competence and positive attitude towards writing in English. There was a significant negative correlation between writing anxiety and three variables: perceived writing competence, writing attitude and writing scores. Also found in the study is a significant positive correlation between perceived writing competence and writing attitude as well as writing scores. Further, the results of a multiple regression analysis show that the lack of confidence, the fear of making writing mistakes and attitude toward learning to write English significantly contributed to the learners’ writing proficiency. The study results have implications for both teaching and future research in the similar vein.
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SUN, YI-WANG, and 孫宜旺. "The Effects of Blog-Integrated Writing Instruction on Writing Attitude and Writing Performance for Fifth and Sixth Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72r9ym.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
97
In order to investigate the effects of Blog-integrated writing instruction on writing attitude and writing performance,a quasi-experimental research design was conducted in this study. The subjects were the students selected from an elementary school in Pingtung County. Each had 20 students in the experimental group (EG) and control group (CG). The experimental group received Blog-integrated writing instructions and the control group received general writing instructions for a period of 7 weeks. The major findings of this study are as follows: l) There were no significant differences of writing attitude between EG and CG; 2)There were no significant differences on“ total number of words”, “average number of words per sentence”, “sentence-making quotient” and “content” between EG and CG; 3) There were no significant differences on “basic still”, “organization”, “content” and “readability”; 4) To investigate students progress on complexity of writing, analysises on patterns of written sentence were introduced. The results show that: Not only EG reduces the usage of “simple sentence pattern” by 18.7%, and CG reduces the usage of “simple sentence pattern” by 17.9% as well. EG increase of 20.0% and CG increase of 21.5% “composite sentencrs pattern”. Conclusively, the differences of sentence pattern change are not apparent between EG and CG.
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廖亦君. "The Effects of Creative Writing on Junior High School Second Grade Students’ Writing Attitude." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49258524690247217466.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
99
Abstrart The purpose of the thesis is to explore the effects of student’s writing attitude and, then, to compare the gender difference of the creative writing instruction to the students of the 8th grade. The quasi-experimental study was used in this research. The 66 participants are the junior high school 8th grade students in Yunlin County. After the traditional composition instruction was used in the first two weeks, the creative thinking writing instruction was then used for four weeks: two classes hour in a week, which total took eight classes. All students took the evaluation sheet of writing attitude before and after the instruction was applied. After analyzed the data, the researcher discovered that: (1) Students’ writing attitude is significantly enhanced by the creative thinking writing instruction. (2) Girl students’ scores are higher than the boy students’, in terms of their writing significance and validity, writing interest, and writing attitude; whereas,there are no significant difference in terms of their writing affection and writing expectation between different student gender. (3) Almost 90% of the students feel that the creative thinking writing instruction is quite positive to their learning and hope that the composition classes will adopt this instruction. The thesis, based on the results, attempts to provide some suggestions for the school teachers. Keyword: creative thinking writing instruction, writing instruction, writing attitude
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Tsai, Shih-Yun, and 蔡詩韻. "The Effects of Blog integrated into Writing Instruction Program on Writing Capability and Writing Attitude for Sixth Grade Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/92209380050182665088.
Full textAbstract:
碩士國立臺南大學
科技發展與傳播研究所
95
This study conducted the one-group pretest-posttest design of aquasi-experiment. The main purposes of this study were (1) to understand the effects of Blog integrated into writing instruction program on students’ writing capability and writing attitude; (2) to investigate both the teachers and the students’ opinions and comments about the Blog integrated into writing instruction program. The subjects were 21 sixth grade students from Chiku Elementary School in Tainan County. There were six writing articles, including two compositions in traditional writing way and four compositions in Blog writing way. During the period of writing instruction, the data about writing rubric, writing attitude scale, the teachers’ and the students’ interviews and teaching reflection journals were collected and analyzed. The main findings of this study were as follows： 1. Students did not have significant enhancement their writing achievement after they have participated in the Blog integrated into writing instruction program. 2. The meaningful responses between students on Blog’s discussion have obviously contributed to the writing achievement. 3. All students have significant promotion on their writing attitude after they have participated in the Blog integrated into writing instruction program. 4. Essentially, the attitude of the students toward the Blog writing was optimistic and convinced. 5. The teachers proposed the opinions about the Blog integrated into writing instruction program, including the program could improve the writing interest of students, and the interaction between students was increasing. Although the Blog writing program could help students’ writing to combine resources of the internet, it also will cause the grammar of the articles become the spoken language, or to plagiarize others'' article. Nevertheless, the flaws including the time of correcting articles and feedback were delayed, it may be unable to let students have opportunity to revise their articles in time. 6. The students proposed the opinions about the Blog integrated into writing instruction program, including using the computer on writing was fast and convenient; resources of the internet can collect and exchange about everyone''s opinions; with the responses of the same group, students can find out one''s own blind spot. Nevertheless, the flaws including feedback courtesy was not good enough; the interaction of interpersonal and gender influence the feedback and cooperation between groups, and rough opinions about writing feedback.
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HSU, FANG-CHIUNG, and 許方瓊. "Study of the Imitative Writing Teaching for Promoting First-grade Students’ Writing Ability and Attitude." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98096250533688846190.
Full textAbstract:
碩士國立屏東教育大學
教育學系碩士班
102
The aim of this research is to promote students' writing skills and attitude according to the Mandarin language textbooks’ second volume of Kang Hsuan edition and students’ experiences of life, abilities, and interests in order to achieve the Competence Indicators of the first-grade students’ writing ability. An action research method was applied in this study. The researcher practically taught first-grade students to learn imitative writing in class. There are some instruments applied to collect quantitative and qualitative data, including “The Picture Story Language Test”, “Primary Assessments for Instruction in Reading”, observation records, the journal of teaching reflection, the interview records with students, curriculum feedback forms, and students’ works, and then correcting the teacher’s teaching by data analysis as a basis for further action. After the end of the study, there are some findings proposed in the following: I. It will help teachers understand students' writing ability by using the “Primary Assessments for Instruction in Reading”. II. Imitative writing teaching can improve the majority of students' writing skills indeed. III. Imitative writing teaching is a good way to be the guide for beginners to learn writing. IV. The teaching design of learner-centered is more suitable for beginners to learn writing. V. There is no obvious change about students’ writing attitude by using imitative writing teaching. According to the research conclusions above, some suggestions are proposed as follows: I. The suggestions about imitative writing curriculum 1. Schools should plan complete writing program. 2. Imitative writing teaching can be carried on through exchanged teaching or team teaching. 3. Making the plan with a whole unit for imitative writing teaching should be better than parts. 4. Before doing the imitative writing teaching, punctuation teaching must be carried on. 5. It will benefit the practice of curriculum by correcting immediately while finding the teaching problem. II. The suggestions about imitative writing teaching 1.Teachers can understand students' writing skills by “Primary Assessments for Instruction in Reading”. 2. Imitative writing can increase students' writing ability in the beginning. 3. The student-centered writing activities are suitable for students. 4. Making good use of the multiple source materials or learning activities can promote students' writing interests. III. The suggestions for future research 1. To the object of the study, it can be expended to students in different regions. 2. To the range of the study, it can be extended to different editions, volumes or other sources of materials. 3. To the time of the study, it can take longer to do research and post-test tracing. 4. To the results of the study, it can focus on how to promote students' writing attitude.
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Ko, Chih-Chung, and 柯志忠. "An Examination of the Effects of Social-Interaction Writing Approach on Writing Quality and Writing Attitude of Elementary High-Grade Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/96877797552889210029.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
88
An Examination of the Effects of Social-Interaction Writing Approach on Writing Quality and Writing Attitude of Elementary High-Grade Students. Chih-Chung Ko ABSTACT The research adopted a quasi-experimental design. The researcher selected randomly three six-grade classes as subjects. One class was assigned as the control group(C group), and the other two classes were experimental groups: One was teacher-student interaction group(T-S group), and the other one was peer-interaction group(S-S group). Each student of the three groups must finish a composition and a writing attitude scale before and after the experiment separately. The scores obtained from the compositions and writing attitude scales were statistically judged by one-way analysis of convariance(ANCOVA). The researcher also designed a writing questionnaire and analyzedhow students revised their writing products.Both the questionnaire and the analysis of revision served as the complementary data to better understand the result of the experiment. The results of the study were as follows: Concerning the quality of writing products, the study showed that 1. The experimental groups scored significantly higher than the co-ntrol group on the total score of writing quality and higher on two aspects of writing: Organization and convention. 2. The experimental groups and the control group had no signific-ant difference on two other aspects of writing: Express and co-ntent. Conclusion: 1. Social-interaction writing approach could advance the overall writing quality and the organization and convention of writing products. 2. Social-interaction writing approach did not benefit the express and content of writing products. Concerning the attitude of writing, the study showed that 1. The S-S group scored significantly higher than the control gro-up on the total score of the writing attitude scale. 2. The experimental groups scored significantly higher than the control group regarding one aspect of writing attitude:Writing is one kind of sharing activity. 3. No statistical significance was found among three groups regar-ding three aspects of writing attitude: writing affection, positive view of writing, and writing anxiety. Conclusion: 1. Social-interaction writing approach could advance the overall writing attitude. 2. Social-interaction writing approach could advance one aspect of writing attitude: writing is one kind of sharing activity. 3. Social-interaction writing approach did not benefit writing affe-ction and the positive view of writing. 4. Social-interaction writing approach was not helpful to release writing anxiety. Furthermore, no statistical significance was found between S-S group and T-S group concerning both writing quality and writing at-titude. According to the above results, the research provided some sugg-estions for writing instruction and further research.
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Yen, Hsiu-ling, and 顏秀玲. "The Effects of Blended Learning Integrated with Situational Composition Writing on Writing Attitude and Writing Performance for Vocational High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24102348839981359947.
Full textAbstract:
碩士國立屏東科技大學
技術及職業教育研究所
99
This study aims to discuss the influence of the learning attitude and effects which the situational composition writing applied with blended-learning have on vocational high school students. A quasi-experimental research method is used in this study; the samples are 84 sophomore students of a vocational high school in Kaohsiung City, who are divided into two groups—experimental group(41 students) and comparative group(43 students). 7 times’ experimental composition teachings and nine times’ composition writing were carried out by the researcher. The experimental group accepted the researcher’s composition teaching on the Internet platform, while the comparative group accepts traditional composition teaching in the classroom. Throughout the process of teaching, the independent variable is the different teaching environment. With that, the researcher try to discuss the influence of the learning attitude and effects which the situational composition writing applied with blended-learning have on students. Before the teaching, both groups took a pre-test based on writing attitude and writing performance. After the experiment, they took a post-test based on writing attitude and writing performance, plus a test of learning satisfaction. And then all the data is collected and was analyzed with descriptive statistics, paired t-test, single sample t-test, and ANCOVA analysis. The results of the study are as follows: 1. In the situational composition teaching applied with blended-learning, there is no obvious significance between the pre and post tests in the cognition and affection fields of students writing attitudes; however, the sum scores are higher and the score of post-tests in learning behavior is higher. 2. In the learning satisfaction field, students get high learning satisfaction in teaching methods, learning qualities, learning interactions, learning evaluations, learning experience, and the overall scores. Compared with blended-learning and traditional learning on writing attitudes, no obvious significance is found in both groups, though the experimental group gets higher scores in affection, behavior, and overall aspects than the comparative group. NO obvious significance is found in both groups about the contents, structure, language, and the whole performance. Moreover, both groups have satisfaction on teaching methods, learning interactions, and overall aspects. And the experimental group is significantly satisfied with learning qualities, learning evaluations, and learning experiences, while the comparative group is not significantly satisfied with all of them.
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陳雲珠. "The study on the influence of cooperative-learning writing courses in the 3rd grade students’ writing performance and attitude for writing." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/38050782091816991854.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
93
The aims of the research were to explore the influence of the cooperative-learning writing courses in students’ writing performance and attitude to writing. A teaching experiment in writing goes on for two semesters. Two 3rd grade classes from a Taipei elementary school were chosen, with 34 students in the experiment group (the cooperative-learning group, CLG) and 34 students in the control group (the ordinary class learning group, OCG). Written Language Ability Diagnostic Test for Children, The Rating Scale for Writing and The Attitude to Writing Scale were used as the instruments. T-test and ANOVA were used to analysis the quantitative data. In addition, the researcher also used several sub methods such as content analysis, observation, journals, work-sheet evaluation and activity recording. The research findings were as follows： 1. students’ writing performance (1) The result of “Written Language Ability Diagnostic Test for Children ”of the CLG was better than OCG in three aspects-“the total sum of the words”, “the sentence quotient” and “the level of expression” (p＜.05). Therefore in “the average number of words in the sentence”, there is no significant difference between CLG and OCG. (2) The result of “The Rating Scale for Writing” of the CLG is better than OCG in for aspects-“ the total score”, ”grammar and rhetoric”, ”ideas ” and “creative view points” (p＜.05). Therefore in “handwriting and punctuation” and “organization and structure” there is no significant difference between CLG and OCG. 2. students’ attitude to writing (1) The result of “The Attitude for Writing Scale” of the CLG was better than OCG in three aspects-“fondness for writing”, “the confidence of using writing to express feelings” and “the will for enhancing one’s writing ability” (p＜.05). Therefore in “perceiving the value of writing”, there is no significant difference between CLG and OCG. (2) The result of “The Attitude for Writing Scale” of the CLG was better than OCG in “the total score “(p＜.01) (which means CLG holds more positive attitude). 3. students’ cooperative-learning behavior (1) Students in CLG behaved themselves better according to ”Social Skill Observation” rating. The percent range of students’ expected objectives was 86%~94%. (2) Students in CLG obtained positive feedback on “Opinions on Cooperative Learning Writing Checklist”. More than 95% students shows positive attitude to it. Totally speaking, the 3rd grade students profited from cooperative learning-writing courses. Suggestions based on the findings were also provided for teaching and further research.
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Chou, Wen-Chun, and 周文君. "The Effects of “Multiple Intelligence Integrated-Cooperative-Reflective Thinking”Writing Instruction on Writing Attitude and Writing Performance for The Elementary School Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/75001336796967968797.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
90
The purpose of this study was to investigate the effects of “Multiple Intelligence Integrated-Cooperative-Reflective Thinking”writing instruction on writing attitude and writing performance. A quasi-experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were the forth grade students selected from an elementary school in Kaohsiung City. Each had 37 students in the experimental group (EG) and control group (CG). The experimental group received 13 weeks, 2 classes a week of 「Multiple Intelligence Integrated-Cooperative-Reflective Thinking」writing instruction and the control group received the general writing instruction. This study used “Writing Attitude ”, “Writing Ability Scale”, and qualitative approach (included EG teacher’s classroom anecdotes, interviews, recording, introspection sheets of writing, students’ feedback about instruction, and their works) to collect the data and the documents. The quantitative data were analyzed by one-way ANCOVA. In addition, Chi-square test was used to test the differences of the progress and retrogression percentages on writing attitude and writing performance between EG and CG students. The collected documents were analyzed by content analysis.. The main findings were: 1. Writing attitude There were significant differences on “Writing attitude”, “Writing motivation”, “Cooperative learning” ,and “Reflective thinking” between EG and CG. EG students were better than CG students. In addition, from the qualitative analyses, students had positive writing attitude. The main reasons of significance might be: (1) Multiple intelligence integrated activities let students learn writing in games might raise the students’ learning motivation and eliminate their fear and disgust toward writing. (2) Approximative ways of guided writing might help to cultivate students’ thinking and expression abilities, sense of writing value and competence. (3) The adoption of praise, encouragement, and group/individual competition in this experiment evoked students’ learning motivation and willing. That made students have the willing to learn and accept the challenge of writing. (4) Cooperative leaning might help to inspire and improve students leaning motivation and cooperative competence. (5) Using various strategies to guide the students’ writing process could provide them more opportunities to practice reflective thinking. That might help students to cultivate the reflective thinking. 2.Writing performance There were significant differences on “Writing performance”, “Content”, “Organization”, and “Rules” between EG and CG. EG students were better than CG students. In addition, from the qualitative analyses, students had positive writing performance. The main reasons of significance might be: (1) Multiple materials and activities might inspire their imaginative space and help their writing performance of content. (2) The reciprocal questioning between teacher and students,group discussion,self and others evaluation might help their performance of organization and rules. (3) Teaching 4 rhetoric methods to the students according to the units might help their performance of rules. The researcher discussed and made suggestions based upon the above research findings in order to be as the references for educational applications and future studies.
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LIN, PEI-YI, and 林佩儀. "An Action Research on Story Follow-up Writing Strategies to Improve Students' Writing Attitude: A Case of Writing Instruction at Grade Eight." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/726g3f.
Full textAbstract:
碩士國立臺北教育大學
教育學系教育創新與評鑑碩士班
104
This study aims to explore the design strategies, development processes, possible obstacles and solutions to a story follow-up writing. By understanding the changes of students before and after a story follow-up writing, this study would provide a learning process to researcher. The action research approach was adopted and 28 eight-grade students were participated for this study. The subject was follow-up writing with four units of worksheet. The quantitative data were collected and analyzed through students’ writing attitude scale. Meanwhile, the qualitative data were collected and analyzed through interviews with the participants, interviews with the collaborative researchers, teacher reflection notes and students’ feedbacks. The analyses of these data revealed the results as below: 1. By using kinds of stories would correspondent with students who have each reading hobbies and would improve students’ writing motivation. 2. “Telling stories, follow-up writing and comparing” is a very helpful course that could improve students’ writing attitude. 3. The researcher gained the teaching growth and enhanced the professional capacity from the action research. The researcher makes the following recommendations for teachers based on the findings: 1. Choose a story, which is closed to life. 2. Teacher could tell the story orally, which would make students interested in writing. 3. Increase the class numbers of follow-up writing course. 4. Focus on the skill shift after course. 5. The positive feedback from teacher help students improve the writing attitude 6. Provide students an opportunity to assess their writing to each other. 7. Seek research partners and organize a teaching team to design more perfect course. The suggestions for future researchers are listed as follows: 1. Increase the difficulty level of follow-up writing. 2. Explore the changes of writing skill of students on follow-up writing.
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Hong, Jing-Ya, and 洪靖雅. "The Effects of Computer-mindmapping integrated into Writing Instruction Program on Writing Attitude and Writing Capability for Fifth Graders of immigrant residents." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/39944312865989330317.
Full textAbstract:
碩士國立臺南大學
教育學系科技發展與傳播碩士班
99
The purpose of this study was to examine the effects of computer-mindmapping in the writing instruction, particularly on the writing attitudes and abilities of children of immigrant residents. The one-group pretest-posttest methodology was used in this study. Five fifth graders whose parents are immigrant residents participated in this study. The writing rubric, writing attitude scale, teaching reflection journals, class observed journals, writing articles, interview and computer-mindmap were used in this study for data collection and analysis. The research findings are as the followings. A. The effects of computer-mindmapping on the writing attitudes 1. The writing attitudes of these students in this study were enhanced. 2. The comparison of the post test and retention test of writing attitudes indicated that these students’ writing attitudes were well retentive. B. The effects of computer-mindmapping on the writing abilities 1. These students’ writing abilities on expression, creativity and total scores were improved. 2. These students’ writing abilities on content, organization and basic skills were not significantly improved. 3. The comparison of the post test and retention test of writing scores indicated that these students’ writing scores were well retentive. C. The perspectives of participants on computer-mindmap writing curriculum and instruction 1. These students had positive attitudes toward the curriculum and instruction. 2. These children of immigrant residents considered this instructive method interesting and attractive. 3. These students indicated that the instructive materials were properly chosen and used which could help attract their attention for learning. Based on the results stated above, suggestions are given to primary school teachers and future study for reference.
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Hsuan, Chen Tsen, and 陳岑瑄. "An Action Research on Improving Writing Attitude and Writing Ability of the First Graders by Combining Picture Books with Guided Writing Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/95x46a.
Full textAbstract:
碩士國立臺中教育大學
教育學系課程與教學碩士班
102
The research aims at exploring the process, difficulty and solutions of teachers implementing picture books in guided writing teaching as well as the changes of students’ writing attitude and writing ability. This research was an action research which took 31 classes in 9 weeks. The researcher took 29 first graders in her class as research objects. Collected materials mainly included qualitative data, with quantitative data as supplementation, and then the two kinds of data were mutually corroborated in order to ensure the fairness of the research. To sum up, the researcher reached the following conclusions: I.Process and Difficulties of Applying Picture Books in Guided Writing Teaching: (I)Dividing the writing into several stages could progressively improve students’ writing ability. (II)Imitative writing could provide a prototype to guide the students and make the writing more complete. (III)Selecting suitable picture books is helpful for improving students’ learning interest and effectiveness. (IV)Giving sufficient time to students for writing could improve their writing quality. (V)Motivating the students to think through awards was able to improve their learning interest. (VI)Reading more could expand students’ views and enrich their writing materials. II.Changes of Students’ Writing Ability (I)After applying picture books in the guided writing teaching, students’ writing ability was significantly improved. (II)Although students’ writing presentation ability was strengthened, there were still too many wrongly written words appeared in the writing. (III)After applying such teaching method, the writing ability of the boys is better than that of the girls. III.Students’ Writing Attitude (I)After applying picture books in guided writing teaching, students had positive writing attitude. (II)Implementing games and activities in the class at appropriate time was helpful for keeping students’ writing interest. Finally, according to the results above, some suggestions were offered for teaching writing and future studies.
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CHEN, TING-JU, and 陳亭儒. "A Research on Applying Literacy-Oriented Group Connection Between Reading and Writing Teaching to Improve Pupils’ Narrative Writing Performance and Writing Attitude." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/a7vf94.
Full textAbstract:
博士國立臺中教育大學
語文教育學系碩博士班
107
Guidelines for the Twelve-Year-Basic-Education Curricula will be carried out in August 2019. Teachers encounter challenge and difficulty. Insufficient teaching hours and students’ low motivation and performance in reading and writing need to be solved. In this research, Literacy-Oriented Group Reading is used for improving students’ narrative writing performance and attitude. This study adopts Quasi-Experimental Design. Two classes of fourth graders are selected as experimental and control group. The researcher implemented an 8-week experimental teaching. Pretest, posttest narrative writing, students’ writing attitudes and numbers of writing words are collected for analyzing data. Only the experimental group students use literacy group reading strategy and they fill out feedback forms. The researcher found that the experimental group students get better performance in writing content, organization and skills than the control group students. Also the Literacy-Group- Connection Between Reading-and Writing teaching strategy helps learners improve in their writing knowledge, skills and attitudes. Positive feedback proves Literacy-Group-Connection Between Reading-and Writing effective. According to the above research results, relevant suggestions are put forward in the writing teaching curriculum, teaching site, textbook preparation and developing relative Literacy-Group- Connection Between Reading-and-Writing curriculum is recommended for future study.
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Huang, Hsiu-chi, and 黃秀琪. "A Study of the relationship between reading behavior and writing attitude." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89555124447501537446.
Full textAbstract:
碩士國立屏東教育大學
教育學系
100
The purpose of this research was to investigate the current situation of elementary school students’ reading behavior and writing attitude in Kaohsiung city, and to analyze the differences of reading behavior and writing attitude with different background variables, in order to discuss the relationship between reading behavior and writing attitude. In this study, the questionnaire survey was adopted. The samples of sixth-graders and fourth-graders in elementary schools of Kaohsiung City were selected according to purposive sampling. A total of 619 samples were valid. The data collected from the questionnaire were then analyzed by statistic method of means, standard deviation, percentage, t-test, Pearson product-moment correlation and multiple regression methods. Based on the material analysis results, the main conclusions of this study were summarized as follows: 1.The current condition of students’ reading behavior of elementary schools in Kaohsiung city was moderate. 2.The current condition of students’ writing attitude of elementary schools in Kaohsiung city was moderate. 3.Girls, attending composition classes and participating of reading certification contribute to significant difference in students’ reading behavior. 4.Fourth-graders, girls, attending composition classes and participating of reading certification contribute to significant difference in students’ writing attitude. 5.There is a positive close relationship between reading behavior and writing attitude. 6.Reading method applied by students is possible to predict the writing performance. Base on the above findings, the study offered suggestions as references to the education administrations, schools and teachers.
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Chen, Hung-chi, and 陳鴻基. "The Effects of Cooperative-computer-mindmapping Composition Program on Writing Achievement and Writing Attitude for Fourth-Grade Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/36763490068657732491.
Full textAbstract:
碩士國立臺南大學
教育學系科技發展與傳播碩士班
96
The main purpose of this study was to investigate the effects of cooperative-computer-mindmapping composition program and traditional writing program on elementary school fourth grade students’ writing achievement and attitude. Sixty-one fourth grade students from two classes of an urban elementary school of Tainan were used as samples. One class (the experimented group n=31) received the cooperative-computer-mindmapping program to write an article, while the other class (the control group n=30) received the traditional writing program. There were four writing articles. Analytical writing scale, writing attitude scale, students` interview and the teaching daily record were used to collect data. Analysis of covariance and T-test were used to analyze the data. Results indicated that: 1. The experiment group was better than the traditional writing group on the results of writing achievement. 2. The experiment group was better than the traditional writing group on the results of writing content and writing expression. 3. The cooperative computer-mindmapping group show significant progress on the writing achievement. 4. The cooperative computer-mindmapping group show significant progress on the writing techniques and writing expression. 5. The experiment group was better than the traditional writing group on the result of writing attitude. 6. The cooperative computer-mindmapping group show significant progress on the writing attitude.